Tina Petkovšek, Srednja šola za farmacijo, kozmetiko in zdravstvo Ljubljana

I would like to present group assessment as a way of getting one of the grades in class and a good means of motivating students. EUfolio as a tool here enables execution and at the same time I follow the philosophy of EUfolio with my own methods of work, namely that students plan learning, take the responsibility for their own success and reflect their learning.

My intention is to encourage other teachers to introduce different assessment practices. What is new here is not only solving the test sheets as a group of tree students, but also the student’s own planning of learning and creating groups (they group according to their own aspirations), self-regulation, taking responsibility for their own success, which in this way becomes responsibility for the whole group.

I want to direct my students that the focus is not the grade but the knowledge itself. In classical assessment the grade is of essential importance with the majority of students, thus they lose motivation for the correction of the test. At my work I orientate my students to knowledge and thus the correction of the test is crucial,  which they upgrade with their own reflection in EUfolio.

The test sheet is problem-projected and checks higher levels of knowledge according to Bloom’s taxonomy. Very often the answers among the members of a group are different and they harmonize and dispute about them. Many students master and understand the subject matter not earlier than now. In this way they learn from each other. After the test, they can exchange their opinions about the correct answers in Mahara. They make the correction in the following lesson, again as a group. Each student writes down their own reflection and attaches it to the EUfolio.